Introduction to Research Degree Supervision Dr Kate Exley 2015.

Introduction to Research Degree Supervision

Dr Kate Exley2015

Outline Programme

Introductions Background and UK context The changing nature of the PhD

Supervisory Responsibilities Beginnings Middles Endings

Challenging situations and Issues Case Studies

Further Information at Bristol

University Regulations and Code of Practice for Research Degree Programmes

http://www.bristol.ac.uk/esu/pg/cop-research-degrees.html

The Regulations and Code are updated annually by the University Graduate Studies Committee (UGSC). Only the current edition has regulatory status and supersedes all previous editions.

In the School of Social and Community Medicine

School website http://www.bristol.ac.uk/social-community-medicine/postgrad/current.html

Includes the handbook: http://www.bristol.ac.uk/social-community-medicine/postgrad/pdf/postgradpolicy.pdf

and FAQs are most relevant: http://www.bristol.ac.uk/social-community-medicine/postgrad/pdf/faqscurrent.pdf

Trends

More FT PhDsMore international students (China, India)More womenMore students with a disabilityMore with a Masters

More UK males doing part-time doctorates

Current concerns / issues

Potted history

QAA code of practice (1999) Funding councils’ consultation process (2001) QAA code revised (Sept 2004)

Hefce commissioned QAA Special Review (2007) Qualification Rates published for first time (2007)

PRES survey (2007) -latest one May 2015 Projection-based method to predict completions (2012/13) QAA Quality Code, Chap. B11: Research Degrees (2012)

QAA UK Quality Code 18 Indicators

Institutional Regulations and CoPs- reviewed, clear and readily available.

Monitor own provision (submission & completion rates, external examiners comments, etc)

Research environment vital (emphasis on contact with other researchers, REF rating)

Clear admissions policy and procedures with decisions made by 2 staff (trained in procedures)

Three measures…. Submission Rate

Time from registration to the date the Thesis is submitted Within 4 years (FT)

Qualification or Completion Rate Time taken to award the degree and present 'qualification

obtained' via the HESA student record. Measured at 4, 5, 7 years (FT) and 10 years (PT) REF some universities quoting their 4 year completion rate

Projected study outcomes for a given cohort (F/T) tracked HESA student data sets

Latest Figures from HEFCE

Rates of qualification from postgraduate research degrees July (2013) HEFCE 2013/17

Projected completion rates for EU domiciled, full-time, research students starting Doctoral programmes in 2010-11

Uses HESA data 3 end states – Qualified, Transferred, Absent from HE (2yrs) Looks at qualification after 7 and 25 years Students who left within 50 days of starting – not included For each institution - sector-adjusted average (benchmark) Includes FT MPhil students who convert to a Doctorate (without

first obtaining their MPhil)

University of BristolHad 405 starters in 2010-2011

Projected % qualification

Sector adjusted average (Benchmark %)

Qualification after 7 years

80.3 77.0

Qualification after 25 years

87.5 84.2

UK Quality Code 2

UK Quality Code 3

UK Quality Code 4

Big Questions On The :-Changing Nature of the PhD?

In 2015 - what is a UK Research Degree?

Processes, Outputs and Feelings

What is ‘Original’ work?

Discovering new factsExamining existing facts or ideasDevising investigations into ideas supplied

by others?

Publishable? Peer reviewed?

Key stages in supervision

Pairing of student and supervisor(s) Approval of research project proposal Induction Shared understanding Training (research and personal development) Routine monitoring Developing student as an independent researcher Writing up support Assessment

What does ‘supervision’ mean?

Please work with colleagues to - Identify what you think we should be

providing for our research students

Be as specific as you can - quantities and qualities

Student Expectations

To be supervised (told what to do?)To be given feedbackTo be available when neededTo be friendly and supportiveTo be knowledgeableTo be interested (research & careers)

Adapted from “How to get a Phd” (Phillips and Pugh)

Managing Projects

PlanningGoal settingSupport and GuideReview progress (Developmental)Monitor progress (Judgemental)

Shaping the Project Proposal (Exley, in Wisker et al 2008)

What factors need to be considered

Project allows student to meet RD criteria Can be undertaken in the time available Is suitable for a novice researcher Has ethical approval

And has a

Balance between ….

The perfect project brief!!

Two components

StraightforwardData generating

Confidence Building

Complex/DifficultMore Risky / unknown

Exciting

Goal Setting

S pecific

M easurable

A chievable

R eviewed

T rackable through timeSMART goals al la Kate?

Planning process

General processes e.g. Testing the hypothesis, identifying the research question(s), writing up etc

Concrete activitiese.g. Doing an experiment, pilot testing a questionnaire, reading source material etc

Outcomese.g. Writing a paper or Upgrade

Supervisory meetings

What is the purpose?Who will attend?Where should it happen?Who makes the arrangements?What arrangements are needed?What are the outcomes?

Keeping a record

Why?

Good practice in meetings

Can monitor & review progress

Link with student’s PDP & training

Check on understanding (English)

Visa requirements – Tier 4

“Inadequate supervision”

Keeping a record

Who produces the record?What form can it take?What should it contain?

Date

Agreed outcomes

Agreed actions and plans

Key feedback

Future meeting - date, plans

Supervisory StylesGatfield and Alpert (2002), Gatfield (2005)

Management Grid

Low High

High

Low

“Contractual”

“Directorial”

“Pastoral”

“Laissez-Faire”

S t r u c t u r e

Support

Supervisory styles Laissez-faire

Non-directive, not committed to high levels of personal interaction, may appear caring but non-interfering

PastoralConsiderable personal care not particularly task-driven

DirectorialClose & regular interaction but avoids non-task issues

ContractualAdministers direction provides good management and interpersonal interaction. Supervisor invests lots of time.

Advising on ‘training’

Writing, presentation, publication skillsComputingResearch methods and techniquesAnalytical approachesTeaching and Learning skillsEthics, copyright and other legal issuesHealth and safety?

Joint Skills Statement (2001)UK Research Councils

Snap shot of skills at the end of the Doctorate

A. Research Skills and TechniquesB. Research EnvironmentC. Research ManagementD. Personal EffectivenessE. Communication SkillsF. Networking and Team BuildingG. Career Management

Researcher Development Framework – Vitae (2010)

Provides a framework for both the initial and on-going professional development of Researchers

Four areas Engagement, Influence and Impact Knowledge and Intellectual Abilities Personal Effectiveness Research Governance and Organisation

Used to map University and Faculty Training Programmes and by supervisors to identify and review training needs.

Researcher Development Framework (2010), Vitae

Provides a framework for both the initial and on-going professional development of Researchers

Four areas Engagement, Influence and Impact Knowledge and Intellectual Abilities Personal Effectiveness Research Governance and Organisation

Used to map University and Faculty Training Programmes and by supervisors to identify and review training needs.

Final Stages - the supervisor’s role

Production of the ThesisSubmission of Thesis

New electronic submission

Selection of ExaminersPreparation for the vivaThe viva

Coordinated by Internal

The outcome

What stops people submitting?

Think their work isn’t good enough Think they haven’t done enough They want it to be Perfect! They don’t know what they want to do after the RD They have a new job or role Struggle to organise their ideas Have writers block Their supervisors may encourage them to do more

What, in your experience, causes delays at this

stage?

What delays Qualification?

Delays in organising external examiners Delays in organising the viva Delays in examiners producing their report Delays in completing any corrections Delays in returning paperwork to the Graduate School

What, in your experience, causes delays at this

stage?

Challenging Situations

Please look at the Case studies one by one.

In each case – identify the issues and concerns facing the supervisor

Consider your own response if faced with a similar situation

….in summary

The changing nature of the PhDThe roles & responsibilities of supervisorsThe importance of explicit planningDay to day supervision practices - meetingsMonitoring progress, training and developmentSupervisory stylesResponding to problemsTowards assessment